Application Of Learning Theory Research Articles

Riders’ perceptions, understanding and theoretical application of learning theory

Riders’ perceptions, understanding and theoretical application of learning theory

Lessons learned by navigating the full circle of learning environments

In this session, we will demonstrate how to apply learning theory, focused on stimulating self-motivated deep learning in a variety of learning environments from distance to face-to-face settings. As students and professors, we have experience with nearly every type of classroom at Mason, from traditional fixed chairs, tiered seating, and semicircular tables; to technology-enhanced distance courses and active learning classrooms; and to movable seating rooms. We have integrated technological tools and learning techniques from enhanced learning environments back into traditional classrooms, an approach we call flexible classroom teaching. Each environment supports learning in different ways; having gone full-circle, what are the best practices to transition and design for engaged learning in these spaces? With small changes in delivery technique, we have retained the best in what we have learned in our practices and from the literature on learning theory, while continually monitoring learning to improve our processes.

Applying learning theories and instructional design models for effective instruction.

Faculty members in higher education are involved in many instructional design activities without formal training in learning theories and the science of instruction. Learning theories provide the foundation for the selection of instructional strategies and allow for reliable prediction of their effectiveness. To achieve effective learning outcomes, the science of instruction and instructional design models are used to guide the development of instructional design strategies that elicit appropriate cognitive processes. Here, the major learning theories are discussed and selected examples of instructional design models are explained. The main objective of this article is to present the science of learning and instruction as theoretical evidence for the design and delivery of instructional materials. In addition, this article provides a practical framework for implementing those theories in the classroom and laboratory.

Research in Action: Evidence-Based Strategies to Improve One-to-One Teaching

This article is an application of learning theory to the studio teaching environment, discussing various evidence-based educational practices that can be applied for teachers with instrument-specific content knowledge, but little or no pedagogical training. Learning theories such as social constructivism, instructional scaffolding, and self-regulation are presented with practical examples of how they can be applied in the studio teaching environment. In addition, issues of student-teacher relationship and studio culture within the unique context of applied teaching serve to reinforce best practices and improve overall teaching. Keywords: Pedagogy, studio teaching, social learning, self-regulation, instructional scaffolding

Learning Theories In Instructional Multimedia For English Learning

Learning theory is the concept of human learning. This concept is one of the important components in instructional for learning, especially English learning. English subject becomes one of important subjects for students but learning English needs specific strategy since it is not our vernacular. Considering human learning process in English learning is expected to increase students' motivation to understand English better. Nowadays, the application of learning theories in English learning has appeared in several learning methods and media. One of popular media today is instructional multimedia by using computer. There are many educators who design English material in certain computer software or games. It is still possible to apply learning theories in instructional multimedia program since multimedia provides complete learning by using text, picture, sound, video and animation. Multimedia program can adapt students' differences in learning. It is a good potential of collaborating learning process and technology to learn English better. The program will help students to master the whole English language competence (listening, speaking, reading and writing). This paper will discuss the types of learning theory that can be used in instructional multimedia to learn English. This paper also provides several examples of instructional multimedia product that contain learning theories application. Key Words: Learning theories, Instructional multimedia, English learning

A STUDY OF IM-SMARTSAFETY COURSEWARE DEVELOPMENT FOR FOREIGN WORKERS IN SAFETY COURSE MALAYSIA CONSTRUCTION INDUSTRY

IM-SmartSAFETY is an application developed as a medium for delivering contents to foreign workers in response to language problem in Health and Safety Induction Course (HSIC). It is a compulsory initial course for all workers including local and foreign workers and professionals before entering into construction sites. In ensuring IM-SmartSAFETY meets the objective of the course, learning theories, particularly constructivism, social, and minimalism, have been applied along the development process. In accordance, this paper discusses the importance of applying learning theories in the IM-SmartSAFETY. Constructivism theory is important in IM-SmartSAFETY because it supports the creation of new knowledge through creative and critical thinking based on the existing knowledge while solving problems in existing cases. Meanwhile through social theory, emphasis on cognitive is deeper than on physical behavior in which visual representation of positive and negative behavior could be imitated. It also promotes social interaction among the peers and between the trainees and the trainers through activities provided in the application. Further, minimalism theory is important because it ensures the application is appealing in terms arrangement of text, information, graphic, color, and audio so that they never confuse the foreign workers, but make them understand.

Evaluation of an international inter-professional initiative on the use of case study learning about the United Nations millennium development goals

Results: Survey results revealed that one hundred percent (100%) of attending clinicians agreed that the information presentedwas relevant and that iPad usage could be integrated into their daily work routine. One hundred percent (100%) of attending clinicians also agreed that usage of iPadswas applicable to their specific professional role. Self-assessments by the students and the instructor assessment implied that students understood cognitive learning theories and how the theories can be applied to educational technology. Conclusion(s): This project provided students with a foundational knowledge of cognitive learning theories while providing them hands-on experience with technology. Students gained insight on the importance of using best practice when teaching with technology. The health care providers at the rehabilitation hospital received valuable resources that could be used in their daily practices. Implications: The use of mobile devices such as the iPad can be a part of physical therapy curriculum. Students can apply learning theories when using iPads to educate health care professionals. Physical therapists can usemobile devices to educate patients, quickly retrievemedical information, and improve patient outcomes.

Application of Learning Theories in Curriculum Development and Implementation of the MLT Diploma Programme in Uganda

Learning theories play a significant role in curriculum development and implementation. This study evaluated whether and how various relevant and appropriate learning theories were applied in the curriculum design process of the Medical Laboratory Technology (MLT) diploma programme in Uganda. The evaluation entailed the analysis of curriculum documents using a checklist. The checklist comprised of statements depicting the application of specific learning theories. The study also gathered data through questionnaires administered to respondents who included: learners, educators, and clinical supervisors. The results of the study revealed that different learning theories informed the curriculum design process of the MLT diploma programme and promoted the enhancement of appropriate learning outcomes. According to responses from respondents, use of learning theories to inform the process of curriculum development was rated very high. The conclusion of the study is that relevant and appropriate learning theories need to be considered during curriculum development of any programme.

Recent research on operant conditioning in horses.

Abstract This paper introduces the key challenges encountered when investigating the human-horse interface. With a focus in recent research on the application of learning theory in horses, it reviews the progress made in the emergent discipline of equitation science over the past decade. An appreciation of the role of learning theory in horse training is still in its infancy and is still refuted by traditionalists who believe that the horse can be trained as a willing participant that knows what is being asked of it. Despite this predictable resistance, the growing body of peer-reviewed evidence shows how equitation science reveals equestrian techniques that are difficult to justify within an ethical framework. Regardless of what some traditional critics claim, equitation science does nothing to undermine the emotional bonds that humans share with horses. On the contrary, it forces those who use horses to adopt a horse-centric approach to their training; an approach that ensures the cognitive powers of their trainees is not overestimated. The strength of this approach lies in acknowledging that training deficits are the main cause of poor performance, and that rider safety and horse welfare can be compromised by sloppy application of learning theory. The present paper describes the tools being used to study rider-horse interactions and concludes with a summary of the abiding challenges in applying learning theory to equitation.

Optimisation of simulated team training through the application of learning theories: a debate for a conceptual framework

BackgroundAs a conceptual review, this paper will debate relevant learning theories to inform the development, design and delivery of an effective educational programme for simulated team training relevant to health professionals.DiscussionKolb’s experiential learning theory is used as the main conceptual framework to define the sequence of activities. Dewey’s theory of reflective thought and action, Jarvis modification of Kolb’s learning cycle and Schön’s reflection-on-action serve as a model to design scenarios for optimal concrete experience and debriefing for challenging participants’ beliefs and habits. Bandura’s theory of self-efficacy and newer socio-cultural learning models outline that for efficient team training, it is mandatory to introduce the social-cultural context of a team.SummaryThe ideal simulated team training programme needs a scenario for concrete experience, followed by a debriefing with a critical reflexive observation and abstract conceptualisation phase, and ending with a second scenario for active experimentation. Let them re-experiment to optimise the effect of a simulated training session. Challenge them to the edge: The scenario needs to challenge participants to generate failures and feelings of inadequacy to drive and motivate team members to critical reflect and learn. Not experience itself but the inadequacy and contradictions of habitual experience serve as basis for reflection. Facilitate critical reflection: Facilitators and group members must guide and motivate individual participants through the debriefing session, inciting and empowering learners to challenge their own beliefs and habits. To do this, learners need to feel psychological safe. Let the group talk and critical explore. Motivate with reality and context: Training with multidisciplinary team members, with different levels of expertise, acting in their usual environment (in-situ simulation) on physiological variables is mandatory to introduce cultural context and social conditions to the learning experience. Embedding in situ team training sessions into a teaching programme to enable repeated training and to assess regularly team performance is mandatory for a cultural change of sustained improvement of team performance and patient safety.

Applying learning theory to improve liking and intake of vegetables in children.

Establishing liking and intake of vegetables early in life facilitates later healthy eating and may reduce risk of obesity. Short-term liking for the taste of vegetables can be improved in children through flavour consequence learning (FCL), whereby degree of liking for specific vegetables is associated with degree of post-ingestive consequence. To investigate FCL on vegetable preference and liking, 33 pre-schoolers were recruited from, and tested in, nurseries in St Andrews and Leeds. Rank preference and liking (intake) of vegetables (carrot, pepper, celery) and smoothie drink (SD) were assessed pre and post intervention. Children received 8–10 exposures (intervention) to their moderately preferred (target) vegetable via a SD (100 g). Eating behaviour profile was measured. The novel vegetable SD was accepted over 8–10 consecutive occasions. Inter-individual variation in consumption was present: SD intake negatively correlated with food fussiness. Exposure to a moderately preferred vegetable SD did not increase target vegetable intake. Evaluative conditioning did not generalise to other vegetables; intake of vegetables remained stable. The most effective means to increase pure vegetable intake is not through FCL. Data on acceptance of the vegetable SD suggest that repeated exposure may be sufficient to increase acceptance of vegetables in some children. Food fussiness is a barrier to acceptance of new tastes, and may compromise healthy eating and later health outcomes.

The Murder of Therapy: Why Clients Don’t Get Better

This is an article describing and analyzing my four months working as a Psychologist in the Occupied Territories known as the West Bank, Palestine. While I speak of two families and two children, this is done to make the story easier to tell. Actually, I worked with several families and multiple children. I discovered the power and challenge of a collectivist culture to applying learning theory principles. The work of Professors Nathan Azrin (Azrin, 1974), Richard Foxx (Foxx, 1982), and Marc Gold (Gold, 1974) was basic to my therapeutic approach. Azrin and Foxx were able to bridge the gap between modifying the behavior of laboratory animals to the teaching of humans and their families to decrease negative actions and increase positive ones in two primary ways. In the instances reported in this paper parent of the individuals successfully though hesitantly raised their expectations and were taught to break down the tasks into more manageable steps. Marc Gold expressly focused on Moderately Intellectual Disabled Individuals. Where this paper is different from hundreds of other behavioral modification reports is the unique context of a collectivist Palestinian culture struggling to survive under a military occupation. The collectivist imperative required the mothers (who were cast by the culture into the primary distributors of rewards and task difficulty). Simultaneously, because of the military occupation the mothers were unable to travel (from Bethlehem to Jerusalem) to institutions and agencies which could have provided guidance and support.

Computer-based teaching module design: principles derived from learning theories

The computer-based teaching module (CBTM), which has recently gained prominence in medical education, is a teaching format in which a multimedia program serves as a single source for knowledge acquisition rather than playing an adjunctive role as it does in computer-assisted learning (CAL). Despite empirical validation in the past decade, there is limited research into the optimisation of CBTM design. This review aims to summarise research in classic and modern multimedia-specific learning theories applied to computer learning, and to collapse the findings into a set of design principles to guide the development of CBTMs. Scopus was searched for: (i) studies of classic cognitivism, constructivism and behaviourism theories (search terms: 'cognitive theory' OR 'constructivism theory' OR 'behaviourism theory' AND 'e-learning' OR 'web-based learning') and their sub-theories applied to computer learning, and (ii) recent studies of modern learning theories applied to computer learning (search terms: 'learning theory' AND 'e-learning' OR 'web-based learning') for articles published between 1990 and 2012. The first search identified 29 studies, dominated in topic by the cognitive load, elaboration and scaffolding theories. The second search identified 139 studies, with diverse topics in connectivism, discovery and technical scaffolding. Based on their relative representation in the literature, the applications of these theories were collapsed into a list of CBTM design principles. Ten principles were identified and categorised into three levels of design: the global level (managing objectives, framing, minimising technical load); the rhetoric level (optimising modality, making modality explicit, scaffolding, elaboration, spaced repeating), and the detail level (managing text, managing devices). This review examined the literature in the application of learning theories to CAL to develop a set of principles that guide CBTM design. Further research will enable educators to take advantage of this unique teaching format as it gains increasing importance in medical education.

The application of learning theories to improve cross-cultural training programs in MNCs

Cultural intelligence and intercultural competence are concepts that have been identified as antecedents for success in global management, and both depend on the acquisition of cultural knowledge. However, although a lack of cultural knowledge is cited in the international management literature as a frequent source of failure in expatriate assignments, there is scant research about how cultural knowledge is created and diffused within organizations. We cite evidence that cross-cultural training programs, which are widely utilized for cross-cultural knowledge transfer, tend to be ineffective in transferring cultural knowledge, and we examine in detail how cultural knowledge is acquired in MNCs and reveal the importance of its tacit component. Then, drawing upon five relevant learning models, we propose a framework for the effective transfer of cultural knowledge. Based on this theoretical underpinning, we offer four sets of effective cross-cultural training methods, as a function of the resources available, that the firm can apply to achieve more effective cross-cultural training for global managers.

Use of Technology in Classroom for Professional Development

Technology has modified the method of learning and teaching .Many learning theories can be used to apply and integrate this technology more effectively. There is a close relationship between technology and constructivism has got a close relationship. The implementation of each of these has merits for the other. Learning happens in situations, while technology focuses on the settings and programs which make learners be involved in. The latest efforts have been done to incorporate technology in classrooms based on the constructivist structure context. This paper aims at investigating. (a) benefits of the incorporation of technology into the classroom (b) successful technology integration into the classroom (c) factors contributing to teachers’ use of technology (d) The application of learning theory by teachers to make technology more efficient (e) learning with technology: constructivist perspective and (f) constructivism as a framework for educational technology. This paper explains that if technology on its own can make the progress of education more efficient or not and if the existence of a complete instructional theory for technology is serious for indicating its positive effect on the learner is an important issue.

Density Problem and Approximation Error in Learning Theory

We study the density problem and approximation error of reproducing kernel Hilbert spaces for the purpose of learning theory. For a Mercer kernel on a compact metric space (, ), a characterization for the generated reproducing kernel Hilbert space (RKHS) to be dense in is given. As a corollary, we show that the density is always true for convolution type kernels. Some estimates for the rate of convergence of interpolation schemes are presented for general Mercer kernels. These are then used to establish for convolution type kernels quantitative analysis for the approximation error in learning theory. Finally, we show by the example of Gaussian kernels with varying variances that the approximation error can be improved when we adaptively change the value of the parameter for the used kernel. This confirms the method of choosing varying parameters which is used often in many applications of learning theory.

The Application of Learning Theory: From the Laboratory to the Real World

The Application of Learning Theory: From the Laboratory to the Real World

Learning Theories In Instructional Multimedia For English Learning

Learning theory is the concept of human learning. This concept is one of the important components in instructional for learning, especially English learning. English subject becomes one of important subjects for students but learning English needs specific strategy since it is not our vernacular. Considering human learning process in English learning is expected to increase students' motivation to understand English better. Nowadays, the application of learning theories in English learning has appeared in several learning methods and media. One of popular media today is instructional multimedia by using computer. There are many educators who design English material in certain computer software or games. It is still possible to apply learning theories in instructional multimedia program since multimedia provides complete learning by using text, picture, sound, video and animation. Multimedia program can adapt students' differences in learning. It is a good potential of collaborating learning process and technology to learn English better. The program will help students to master the whole English language competence (listening, speaking, reading and writing). This paper will discuss the types of learning theory that can be used in instructional multimedia to learn English. This paper also provides several examples of instructional multimedia product that contain learning theories application.Key Words: Learning theories, Instructional multimedia, English learning

Teaching and learning in out-patient clinics

Out-patient clinics offer trainees one of the most varied clinical experiences within the hospital setting, but they are often chaotic and over-stretched, with limited time for teaching. An awareness of how to improve this learning environment by both trainers and trainees may enhance learning opportunities. Clinical supervisors need to balance educational and service commitments, while maintaining a high quality of patient care. Supervision features observation and the sharing of clinical and continual feedback, which can improve clinical performance. Trainers must closely monitor the abilities of the trainee and gradually increase their responsibility and clinical load. The application of learning theory to the workplace can improve learning opportunities. Trainers should have some control over the environment, both the physical attributes (room availability, staffing levels and allocated consultation time) and the harder to measure aspects, such as the ethos of the department and attitudes to teaching. The creation of a community of practice within out-patient clinics can strengthen both the collective knowledge of the team and its role in treating patients. The active involvement of trainees within this social environment (for example, by performing independent consultations) validates their role in the care of patients and enhances their learning. To maximise the learning opportunities within out-patient clinics there needs to be a shift in culture to promote learning in a safe and non-threatening environment. The establishment of a community of practice may validate the role of trainees in the management of patients and facilitate social learning by all members of the clinical team.

Learning to Learn: The Practical Application of Learning Theory (511)

1.Describe the steps of the learning cycle.2.Describe a technique for building on learners’ existing knowledge.3.Identify and describe three strategies to increase learner involvement in the learning process including no opt out, cold call and ratio. Successful learning relies on gathering information, storing and accessing facts in long term memory and efficiently using working memory. Components of the learning cycle include concrete experience, reflective observation, abstract hypotheses and active testing. Recent educational theory and data focus on applying strategies aimed at different points in the cycle to increase knowledge transfer. Two highlighted techniques are (a) building on previous knowledge and (b) requiring active engagement. Educational techniques that identify and add to learners’ existing neuronal networks maximize information transfer. These techniques include assessing learners’ prior knowledge, asking what new information brings to mind, asking peers to describe connections they have made, and using metaphors/similes/analogies to make connections between the familiar and new. Active participation increases learning. These techniques include no opt out, cold calling and ratio. No opt out guards against unwilling or unknowledgeable learners and encourages learners to participate in the learning cycle by repeating the correct answer even if he/she first responded, “I don't know.” Through cold calling, educators ask a question and, regardless of raised hands, call on someone. This systematic and scaffolded (easier followed by harder questions) technique requires all learners to go through learning cycle. Ratio requires the teacher consider the amount of work the student must do to arrive at an answer. Educators maximize the learner/teacher effort ratio by using half-statements which require learners to finish, feigning ignorance or asking for supporting evidence. In this session, participants will apply educational precepts to teaching palliative care. This will be done using the following methods: (a) brief didactic description of advances in education that stress the importance of integrating new information into prior learning and active engagement in the learning process, (b) description of techniques that master educators use to operationalize these precepts, (c) watching videotapes of master educators, and (d) practicing these techniques.